Abstract
Unlike undergraduate students in an introductory business- or technical- writing course, graduate students in an advanced professional-writing course seldom need to be motivated to study language, style, and genres. After de scribing the students in her advanced course, the author outlines the assign ments for her course, then focuses on one assignment that some students consider irrelevant. Rather than trying to justify the value of the assignment herself, the author posits a rhetorical case that requires students to justify the assignment themselves. Although the rhetorical case focuses on the book- review assignment, the case can be adapted to any assignment that encounters student resistance.
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